TY - GEN
T1 - Learners’ Strategies in Interactive Sorting Tasks
AU - Noster, Norbert
AU - Hershkovitz, Arnon
AU - Tabach, Michal
AU - Siller, Hans Stefan
N1 - Publisher Copyright:
© 2022, The Author(s).
PY - 2022
Y1 - 2022
N2 - Using examples and non-examples is a common technique to demonstrate concepts’ characteristics and boundaries. Based on their properties, certain objects are accepted as examples or non-examples intuitively, while others are accepted or neglected non-intuitively. This 2*2 classification is powerful when designing technology-enhanced learning experiences in which feedback could be provided in real-time. That is, feedback could be based not only on the correctness of student response, but also on the specifics of the objects with which they were engaged. Following this framework, we developed an interactive sorting task that aims at strengthening elementary school students’ understanding of reflective symmetry. We studied learners’ interaction with the objects presented to them, and their success. Our study included 29 elementary school students (ages 9 to 12) from both Israel and Germany. We used screen recording to code participants’ shape-movements, and defined quantitative measures of these movements. Our findings support the need for designing feedback that takes into consideration object’s properties and students’ behavior.
AB - Using examples and non-examples is a common technique to demonstrate concepts’ characteristics and boundaries. Based on their properties, certain objects are accepted as examples or non-examples intuitively, while others are accepted or neglected non-intuitively. This 2*2 classification is powerful when designing technology-enhanced learning experiences in which feedback could be provided in real-time. That is, feedback could be based not only on the correctness of student response, but also on the specifics of the objects with which they were engaged. Following this framework, we developed an interactive sorting task that aims at strengthening elementary school students’ understanding of reflective symmetry. We studied learners’ interaction with the objects presented to them, and their success. Our study included 29 elementary school students (ages 9 to 12) from both Israel and Germany. We used screen recording to code participants’ shape-movements, and defined quantitative measures of these movements. Our findings support the need for designing feedback that takes into consideration object’s properties and students’ behavior.
KW - Feedback
KW - Interactive tasks
KW - Mathematics education
UR - http://www.scopus.com/inward/record.url?scp=85137979393&partnerID=8YFLogxK
U2 - 10.1007/978-3-031-16290-9_21
DO - 10.1007/978-3-031-16290-9_21
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AN - SCOPUS:85137979393
SN - 9783031162893
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 285
EP - 298
BT - Educating for a New Future
A2 - Hilliger, Isabel
A2 - Muñoz-Merino, Pedro J.
A2 - De Laet, Tinne
A2 - Ortega-Arranz, Alejandro
A2 - Farrell, Tracie
PB - Springer Science and Business Media Deutschland GmbH
T2 - 17th European Conference on Technology Enhanced Learning, EC-TEL 2022
Y2 - 12 September 2022 through 16 September 2022
ER -
